PGCE (T) Sociology

Academic Year 2016/17

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

PGCE (T) Sociology

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Postgraduate Certificate in Education

Programme Code

EDU-PGC-SO

UCAS Code

JACS Code

X300 (DESCR) 100

Criteria for Admissions

For current general University entry requirements for this pathway go to http://www.qub.ac.uk/edu

Subject specific requirements for this pathway are:

All students applying for the course must possess the following:

A GCSE, at Grade C or above, or acceptable equivalent in both English Language and Mathematics.

In addition they are normally required to have:

An honours degree (and/or higher degree) relevant to one of the subject areas of the course (English, mathematics, science, modern languages, politics, sociology, RE, ICT/computing).

Degrees in cognate areas may be considered if 50% or more of the modules studied are currently relevant to teaching the chosen subject. Candidates with an Honours degree in Accounting or Engineering disciplines who are applying for PGCE Mathematics must be in possession of A level mathematics at grade B or above at the time of application.

We reserve the right to enhance the shortlisting criteria for heavily over-subscribed subjects.

An offer of a place on the course is subject to an acceptable performance at interview, medical confirmation that you are ‘fit to teach’, and a satisfactory criminal history check.

ATAS Clearance Required

No

Health Check Required

Yes

Portfolio Required

Interview Required

An offer of a place on the course is subject to conditions including an acceptable performance at interview.

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations (Please see General Regulations)

N/A

Programme Specific Regulations

The course extends over 36 weeks, 24 of which are spent in schools. The outline is as follows:

Induction week
2 weeks in primary school
6 weeks in Queen's
11 weeks in post-primary school (1) - usually an 11-16 school
4 weeks in Queen's
11 weeks in post-primary school (2) - usually an 11-18 school
1 week in Queen’s.

See Student Handbook for full details.

Programme Structure, Levels, Modules and Credits

NB The information in this section must be read in conjunction with the general University Regulations.

The Queen's based parts of the course can be sub-divided as follows:

Subject-based work (seminars, groups, micro-teaching, peer support, focusing on subject specific issues, cross-curricular skills);
Tutorial discussion groups (focusing on general educational and professional issues);
General lectures (focusing on general educational and professional issues);
ICT Support sessions including online course creation;
Workshops (on statutory topics: Curriculum, Learning and Assessment; Pastoral Care; Diversity, Inclusion and Additional Needs Education and The Teacher as a Professional).

Examinations

NB The information in this section must be read in conjunction with the general University Regulations.

Each element of coursework must be submitted by the date specified in the course handbooks. All modules must be passed to be awarded the PGCE qualification.

Candidates must show competence in practical teaching before being awarded the PGCE. Where candidates fail in practical teaching, arrangements may be agreed which allow the candidates to be re-assessed after further school-based practice.

Students with protected characteristics

N/A

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

Yes
Students are required to be checked for "Fitness To Teach".

EDUCATIONAL AIMS OF PROGRAMME

The PGCE course is governed by the requirements of the Teacher Education Handbook (DENI, 1999) and the teaching competences contained in the GTC(NI) document, ‘Teaching: the Reflective Profession’ (2011). These competences are divided into 5 areas:

Professional Values and Practice
Professional Knowledge and Understanding
Professional Skills and Application: Planning and Leading
Professional Skills and Application: Teaching and Learning
Professional Skills and Application: Assessment

These are covered in the following aims which encompass the three course modules. The course aims:

to provide some of the essential background that students will need to understand when working in classrooms and schools;
to encourage students to reflect on pedagogy as a systematic discipline that can be theorised and researched with a view to developing more effective practice;
to encourage students to reflect on how children learn with a view to optimising their learning through effective pedagogical approaches;
to enable students to develop their competence and confidence in teaching their subject(s);
to enable students to develop their understanding of the professional role of a teacher;
to enable students to develop their knowledge and understanding of the post-primary curriculum;
to enable students to develop their teaching methodologies and strategies for managing teaching and learning effectively at the classroom level;
to enable students to develop their subject knowledge and application;
to enable students to develop their skills in assessing pupils’ learning;
to make links between theory and practice in the context of a school placement;
to develop teaching competence sufficient to meet the standards for the award of qualified teacher status within the Northern Ireland teaching competence framework;
to develop confidence in working in a professional environment;
to gain experience of different types of school contexts.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Draw on evidence from theory, research and practice to identify, apply and evaluate relevant educational concepts and issues in a live professional teaching environment.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Develop skills for informed critical reflection in the evaluation of professional practice e.g. lesson evaluations and formative and career entry profile.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Critically evaluate broader educational issues raised in general lectures, tutorials and workshops in the context of teaching their subject.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Systematically develop their skills in essay writing at masters level.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes using appropriate technology, including ICT.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Identify the main features of a given problem and to develop strategies for its resolution.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

Consider issues related to teaching as a career (e.g. appointment procedures and career development, membership of professional associations, legal issues in education, child protection issues).

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Develop their knowledge and understanding of wider educational issues and practices.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Analyse and reflect on aspects of school organisation encountered during school experience.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Demonstrate confident academic and pedagogic subject knowledge to teach in the secondary phase of education.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Demonstrate secure understanding of the statutory requirements of the Northern Ireland curriculum, including the statutory assessment and reporting of cross-curricular skills.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Demonstrate appropriate understanding of teaching methodologies and how pupils learn.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Demonstrate appropriate understanding of the subject application in the classroom.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Demonstrate appropriate understanding of the use of ICT in teaching and learning their subject.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Demonstrate appropriate understanding of strategies and activities in the management of effective teaching and learning.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Demonstrate experience and skill development in relation to understanding and evaluating various approaches to learning and teaching their subject.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Demonstrate experience and skill development in relation to identifying and evaluating contextual factors which may influence the quality of teaching and learning.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Demonstrate experience and skill development in relation to strategies for managing teaching and learning effectively in the classroom.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Demonstrate experience and skill development in relation to assessing pupils using a variety of strategies.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Demonstrate experience and skill development in relation to acquisition of the statutory teacher competences.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

Identify and evaluate educational concepts and issues related to education and to engage in critical debate about current educational issues , drawing on evidence from theory, research and practice.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Discuss and reflect on educational issues with other students in other subject areas.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Discuss and reflect on school experience placements including issues related to preparation.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Reflect on practice experiences with a wide range of students in debriefing sessions during tutorials.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Plan, teach, assess and evaluate lessons and schemes of work in the context of understanding and interpreting pupils’ learning needs.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Demonstrate professional teaching competence as specified by the GTC(NI) teacher competence framework for initial teacher education.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Demonstrate that they can understand and evaluate various approaches to learning and teaching their subject.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Demonstrate that they can identify and evaluate contextual factors which may influence the quality of teaching and learning.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Demonstrate that they can use strategies for managing teaching and learning effectively in the classroom.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Demonstrate that they can assess pupils using a variety of strategies.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

Demonstrate that they are developing satisfactorily in the acquisition of the statutory teacher competences.

Formative assessment is carried out by discussion group tutors, methods tutors, partnership school personnel (teacher tutor and/or head of department) and by self-evaluation from students. Summative assessment for practical teaching is carried out by methods tutors in negotiation with school personnel. Various written assignments are set, including essays. Students must also compile a satisfactory teaching file (lesson plans, schemes of work, resources etc.) and an ICT portfolio.

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

Assessment

S1

S2

Core

Option

Coursework %

Practical %

Examination %

Social Sciences Studies

EDU7201

70

30

12 weeks

N

YES

100%

0%

0%

Educational and Professional Studies

EDU7208

70

10

10 weeks

N

YES

100%

0%

0%

School Placement

EDU6000

60

20

24 weeks

N

YES

100%

0%

0%

Notes

EDU7208 + EDU7201 FHEQ Level: 7.

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